Name: Joachim Cohen
Student #: 11444410
Assignment: ETL 504 – Assignment 2
Subject code/Name: ETL 504 / Teacher Librarian as Leader
Student Number: 11444410
Student Name: Joachim Cohen
Assignment Number/Title:
Assignment 2 Scenario
Word count: words
Excluding:
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I understand that this assignment may undergo electronic detection for plagiarism and an anonymous copy of the assignment may be retained on the database and used to make comparisons with other assignments in future.
Current situation:
XXXXXX is a comprehensive high school in inner Sydney. The XXXX Library has remained steeped in tradition through a quick succession of librarians have come and gone. The environment is print rich and highlights include drab carpet and brown shelving. It lacks integrated technology and an online presence. The TL services needs as they occur, in the majority assisting teachers and students with the passive use of technology. Collaborations are infrequent and lack a depth of planning. Attendance during breaks is discouraged by rules banning food, noise and activities. This is compounded with a collection that reflects past practices not user preferences, low circulation rates evidence of this. This is a library stuck in the 20th century.
Vision:
The XXXX library’s vision for the future is to become:
The learning destination; the resource portal; where learning is an unconscious adventure; where skills underpin knowledge; where the client is the focus; where a difference can be made.
(information literacy ie support information literate students)
Why is this the vision for the Library?
This vision is based upon the changing expectations of 21st Century (21C) workers and the changing preferences of 21C learners. As a result the role of the TL and the expectations placed upon the library need to change. These expectations and changes will be explained below. Following will be a discussion on how these goals will be reached, enacting the vision.
21C students and their needs, wants, desires and preferences. A combination of workplace and curriculum needs and a fundamental change in society:
What characterises 21C learners? Changes facilitated by technology have endeared them with unique learning preferences, expectations and social habits. The employment landscape has altered with them (needing)meaning a unique skill set is required to be employable. Their view and expectation of libraries and librarians also present challenges.
Karl Fisch (2010) identifies that we are preparing students for jobs which have not been created, needing preparation for the future not the present. Hough (2010) agrees identifying businesses now demand thinkers who can learn, adapt and create, not students who can excel on standardised knowledge based tests (Hay, 2010). This emphasises a need to focus on skills not content enabling students to adapt and reinvent themselves. This point exacerbated by Moyle (2010) when identifying the skills of 21st century workers; the ability to plan and organise; communication skills; teamwork; creativity and innovation skills. These skills are reflected in the ‘general capabilities’ (ACARA, 2009, p.11-12) outlined in the soon to be implemented National Curriculum, where content takes a back seat to the ability to ‘develop their capacity to learn’ (ACARA, 2009, p.7). Donham (2007) furthers this point when she identifies the dispositions of 21C graduates, learners who must be; ‘open minded; curious; investigative; reason; use evidence’ (p.214-15), generic and applicable to whatever the world presents.
This skill set correlates with a range of literacies, literacies which teachers believe are ubiquitously enhanced with technology (Lowe, 2000) and which our digitally savvy students already possess. This is a misconception. Information literacy, incorporating; defining; planning; organising; presenting; and evaluating information, a broad skill, equipping students for the knowledge workplace. The vast amounts and complexity of information see this skill not improving with the technological generation (Hay & Foley, 2009), students needing help to navigate the information landscape. Critical literacy, is the skills of thinking and reasoning (Langford, 2001), asking why or how information is created. Time spent searching see this evaluation sidestepped (Valenza, 2006a). This meaning are ‘competent but careless users of information’ (Hough, 2010), confirming their need to develop Digital citizenship, awareness of their digital footprint. Digital literacy itself is the ability to navigate and understand the tools of 21C living (Borawski, 2009), students adept users but not understanding the capabilities of digital tools (Geck, 2006). The list is extensive, however unified in what Thomas (in Andretta, 2009) calls Transliteracy. This skill ranges across literacies and is a unifying perspective of what it means to be literate in a 21C world, what it means to be employable in a 21C world. It is evident that a conventional chalk classroom, not connected to an information portal, cannot develop these literacies. The paper and pen world is the past, digital, connected library world is the present and future. (I understand what you are saying but it just seems like you have a lot of different ideas all together and whilst the 21C is prevalent you need synthesis)
It is evident that students need assistance developing these literacies, a role filled by the TL as an information and literacy specialist. Yet student’s think the library is passé (Agosto, as cited in Agosto and Hughes-Hassell, 2010), and accessing its services not worth their effort (Bertoldo, 2006). A need to understand their preferences and motivations is necessary to guide the development of pedagogy; service delivery; and a learning environment, to gain access and impact. (good point but its seems all on its own here maybe you could take some ideas from the top and make this para bigger)
It is universally apparent that technology is a part of 21C student’s makeup. They ‘think everything is online’ (Dawson & Campbell, 2009, p.46); they’re ‘welded to their mobile (Bertoldo, 2006, p.113); format agnostics; Google is their library (Hay & Foley, 2009). This is a world the library has must engage. This techno world yields users with unique characteristics. Students expect instant JIT instruction (Hay, 2010; Valenza, 2006a), but have strong independence meaning any input must be discrete. They multitask, their attention needing to be won (Hough, 2010), needing a driver to learn, a problem or adventure. ‘Tell me I forget, show me I remember, involve me I understand’ (Needham, 2003, p.29). They have ‘hypertext minds’ (Bertoldo, 2006, p.107) skimming, scanning, reading differently, demanding different and electronic formats. They prefer information from a one entry search box (Godwin, 2006). They are frustrated with our technology structures and revel in the increased scope their home network provides, where they can ‘get serious work done’ (Zagami & Finger as cited in Lee & Finger, 2010, p.210). They are in continual contact with peers and parents, group-work is all work (Zagami & Finger as cited in Lee & Finger, 2010) aided by social media. Learning is everywhere, anytime, technology is ubiquitous. It is the library’s responsibility to ensure it is in their world and their portal of preference.
This conversation may indicate that the library’s days as a physical space are numbered. Yet 21C students believe the library retains relevance for research tasks and recreational activities (Willis, 2009), needing reflection in our collection. Students also see libraries as safe havens (Agosto, as cited in Agosto & Hughes-Hassell, 2010) and it needs to remain that. But students reject our rigid rules, our ban on mobile phones and laptops (Agosto as cited in Agosto & Hughes-Hassell, 2010) and believe the décor is uninspiring and rigid not characteristic of this generation. Unless we are to remain only a refuge change is necessary.
It is clear that both librarians and libraries are not a part of 21C students lives. Reflecting on the skills and literacies they need to develop, it is apparent that we need to be. It will be necessary to transform pedagogy, environment and practice to up-skill these students, to be prepared for 21C life, and fulfil the requirements of the 21C curriculum. (this one seems to be on its own, could you but this as an end and shorten the top para)
21C Librarian needs to meet these expectations by acting as pedagogical leader, who envisions and enables the delivery of a technology infused enquiry based program:
A 21C TL will need a unique set of responsibilities, skills and dispositions. The TL will enable technology to become the new tool of school; 21C literacies will be embedded across the learning environment; the library will be a centre for enquiry based pedagogy, ensuring the best outcomes for 21C learners. (just on first glance you might not need this go straight to the bottom para)
As a pedagogical leader the TL simulates the future work environment, engaging students to solve real world problems. This enquiry based approach gives students the opportunity to question, think critically, collaborate, present and create using new technology tools developing identified curriculum and workplace skills (Moyle, 2010). In this environment the focus is not on the technology, it is a ubiquitous tool, selected to assist skill development; blogs for reflection (Weaver, 2010); library Twitter to facilitate teamwork (Hamilton, 2009); wikis to engage collaboration (Godwin, 2007); and other web 2 tools enabling students to create new knowledge (Moyle, 2010). Teachers and the TL become guides and facilitators (Trilling, 2010), providing assistance in using technology tools and a gateway to resources, as well as guidance in developing the aforementioned literacies. ‘Involve me and I will understand’ (Needham, 2003, p.29). This will see the library move from a passive to an active place of creation (Valenza, 2010; Warlick, 2007), engaging students in a learning adventure. This method proven through demonstrated curriculum links as well as aligning with ‘the three elements of the NSW DET Quality teaching model,’ (Hay & Foley, 2009, p.17) and this integration of skills and knowledge proven to improve student success (Lonsdale, 2003).
In addition to an enquiry based approach, guidance is necessary to develop the key literacies that underpin workplace expectations. The TL must enable students to evaluate information seeking ‘the right islands of learning’ (Trilling, 2010), pathfinders and tutorials the vehicle. Library activities will immerse students in a range of sources forcing critical thinking and assessment of their digital footprint, enabling ‘them to be their own personal gatekeepers’ (Warlick, 2007). Tasks will engage them to explore more than the basic capabilities of technological programs, creating new and innovative information, contributors to the knowledge economy (Hough, 2010), thinking about the technology they are using (Johnson, Smith, Levine & Haywood, 2009). Personal learning networks (PLN) will be created encouraging critical thinking and collaboration, extending beyond school boundaries (Darrow, 2009; Hamilton, 2009). These activities will be facilitated using 21C tools, accessible anywhere, anytime (Hamilton, 2009). Their online availability will assist students in developing these literacy skills in an independent environment, encouraging students to manage their own learning. Additionally a roaming, librarian (Bolan, Canada, & Cullin, 2007), will strive to create relationships that see TL a trusted guide in the information workplace. This subtle support permeates the learning environment, aligning with the enquiry based philosophy of this library, yet concurrently catering to learners who are unable to make physical contact with the servives of the library, this intervention a proven enabler (SLWRFP, 2008).
(It cannot be argued that technology is ubiquitous in the workplace.) (not sure about this comment) Consequently it must replace the pen and paper (Lee, Finger & Lewis, as cited in Lee & Finger, 2010). The TL has a clear role to assist in the infusion of technology tools. In this vein it is important that the TL assist teachers in seeing technology as more than engagement, making meaning out of its use to develop outcomes, literacies (Johnson, 2002) and to enhance their teaching (Valenza, 2006b). This will be achieved through professional development sessions that cater for those in need of formal instruction, as well through professional tweets, blogs and vodcasts, for independent learners. The TL will be available to demonstrate and team teach using these methods, providing support which can be withdrawn as teachers migrate to these new skills (Shrzeczynski, 1999). This position gives the TL expert power, power to drive an enquiry based approach. To retain this power the TL must gain foresight as to what is coming, using tools such as the Horizon report to ‘retool and stay ahead,’ (Valenza and Johnson, 2009) and discretion to choose only those tools that have pedagogical merit (Hay, 2010).
In change it is easy to loose sight of traditional roles and values. Within this paradigm, reading remains important as it is a precursor to lifelong learning. (Morris, 2004), and improved achievement (SLWRFP, 2008). It is understood that the formats read may change, but a focus and time still needs to be allocted to nurture this recreational activity, Blogs to discuss literature (Valenza, 2006b) and web portals to create a individualised reading corner (Cart, 2007) will put reading on the 21C radar. In addition the TL must ensure they keep the allusion of the library as a place of safety (Agosto, as cited in Agosto & Hughes-Hassell, 2010) and escapism (Braxton, 2005).
Yet these roles cannot be carried out alone. As has been demonstrated, access to students is needed, as a result effective collaborations with teachers, who share the same vision is necessary (Greef, 2008). The digital shift of the library also requires a commitment and cooperation with ICT staff who provide the platform for the collection (Shrzeczynski, 1999). Finally the Principal is a key partner in this process weighing heavily on the decisions and actions of the people above (Hay & Foley, 2009).
In addition to skills the 21TL requires certain dispositions, primarily, flexibility. The TL needs to be ready to adapt to changing technology, their skills remain the same, the platform continually changing (Darrow & McDonald, 2004). It will be necessary to demonstrate to clients we do much more than the internet and bookstores (Johnson, 2003), forging effective relationships that personalise and streamline the information process for clients (Wizenreid, 2010). The TL needing to permeate everywhere and anywhere to connect with users (Valenza & Johnson, 2009).The role of the TL is not one of backroom cataloguing but one where client service is paramount (Wizenreid, 2010), service that will improve student outcomes, teacher pedagogy, student engagement and preparedness for the 21C.
(lots of ideas in this hole section one way to get the word count down could be to just say web 2.0 tools and not describe so many)
To meet the needs of the 21C student and TL the physical and virtual library learning environment will need to rejuvenation:
We have seen what constitutes a 21C learner and how the role of the TL in response to this has changed. The environment in which they both operate has to be able to meet their needs and drive student outcomes. The library of the 21C does not only exist in physical form, but virtual form, its collection too adopting this multimodal characteristic.
The physical library must be a place which draws in 21C clients allowing the TL and the library to have a proven impact (SLWRFP, 2008). It will need to allow them to connect with the technology present world necessitating wi-fi access (Vargas, 2009). This supplemented through the inclusion of an e and audio book transfer station where providing access to the digital collection (Valenza, 2006b). Cushions, sofas and colour will make the environment welcoming (Gorman, Wyckoff & Buck, 2010 in Agosto and Hughes-Hassell, 2010). Music, board-games and a relaxation of the no food rule making this is a place they are choosing to be (Valenza & Johnson, 2009), at lunchtimes and after school. This hub will also aim to host meetings for clubs, tournament of minds, chess club and more, making it a destination for learning, as well as a place where they can chill out and feel safe.
The space must allow be conducive to enquiry based tasks. A collaborative space, with access to technology appropriate to manipulate information (Hay, 2010). Current group-work spaces and computer terminals will be retained, an interactive whiteboard and video conferencing suite a necessary addition to provide for the aforementioned staff professional development activities on demand. Shelving will be moved to create a number of smaller work stations, designed around multimedia including televisions, digital cameras and the existing interactive whiteboard, to accommodate a wide range of learning styles, suited to group collaborative enquiry based tasks (Shrzeczynsk, 1999). Continuous change dictates this space must be flexible, with moveable furniture and shelving to accommodate changes in learning preferences, user needs and technology (Trilling, 2010; Hendrix, 2010).
In tandem with the physical library is the physical collection. Recreational reading resources including a large selection of fiction novels, graphic novels, DVDs, magazines and recreational non-fiction however will form the bulk of this collection. Their relevance and readership proven in the most advanced teen libraries (Gorman, Wyckoff & Buck, 2010 in Agosto and Hughes-Hassell, 2010). Gains in the development of lifelong learners identified reinforce this agenda. In addition collection practices will be highly user oriented, their input via paper, email or blog will guide this process, ensuring the collection is used (Cart, 2007).
The development of the electronic collection for the 21C school library is driven by a need for extra collaboration space (Hendrix, 2010), a declining budget and a realisation of student preferences. The collection will need to be compatible with enquiry based learning, and cater for differing learning needs (Hay and Foley, 2009). This emphasises this collection will consist of more than textual resources, including audio, text and image, and video. With rising costs the adoption of a core collection of key curriculum materials will be supplemented by a flexible collection of additional electronic resources (Loerchester, 2003) in line with demand. In addition the internal collection will be supported by links to the resources of local libraries already employing an e-book and audio book service, as well as the state libraries comprehensive databases, accessing their breadth of resources and funding (Harvey, 2009). A trial of online recreational resources will also begin, their inclusion assessed on a biannual basis. Access to online resources will be facilitated through the improved online library website, or alternatively the media transfer station identified above. (the ideas in the above section are good just need sythesis and shortening)